Видатні місця Лондона
Lesson 7. Видатні місця Лондона
Мета
– навчальна: ознайомити з новими лексичними одиницями за темою “Подорож”, активізувати вивчений лексико-граматичний матеріал, описувати когось/щось, виражати своє ставлення до когось/чогось, вдосконалювати компетенції читання, аудіювання й усного монологічного мовлення, збільшення обсягу знань про соціокультурну специфіку мови країни, що вивчається, вдосконалення умінь будувати своє мовне висловлювання, мовну поведінку адекватно цій специфіці;
– розвиваюча: розвивати логічне мислення,
– виховна: виховувати зацікавленість у розширенні свої знань, скріплення навчального матеріалу з життям, загальну культуру учнів.
Обладнання: таблиця “Подорож”, карта Лондона, тематичні картки.
Хід уроку
Warm-up
1. Game “Disappearing cards”
Stick five or
Presentation
2. Read and role-play the situation (p. 179, ex. 1).
Stick a map of London on the board and some photos of interesting places in London.
Read the instructions. Pupils open their back covers of the books. Then read the sentences pretending you are a guide. You point at the things on the map and the photos on the board. Pupils do the same in their books.
Practice
3. Listen to your classmate’s sightseeing tour and show it on the map (p. 179, ex. 2).
Ask pupils to make their own sightseeing tours. Ask pupils to go to the board and show interesting places on the map.
Then pupils choose the best sightseeing tour.
Optional activity
Game “Teacher can’t remember”
Tell pupils you can’t remember some of the words from a particular vocabulary set, so you want them to help you.
Tell pupils you are going to show them some flashcards and say some words. This time use the verbs with prepositions.
4. Listen, read and remember (p. 179, ex. 3).
Pupils read irregular verbs. Ask them to translate into the native language. If you have enough time, make sentences with these words. Pay attention to the third form of these verbs.
Optional activity
Game “Anagrams race”
Divide the class into two teams. Each team makes up an anagram for any irregular verb, e. g., “thguac” (caught) or any other words.
Play two or three rounds.
Reading and Writing
5. Make true answers to the following questions (p. 180, ex. 4).
Write short answers ‘Yes, I have.’ and ‘No, I haven’t.’
Then ask pupils to read the questions and answer them using the phrases, which you have written on the board.
Pupils read the questions and give the answers to them.
Optional activity
Game “Poster Bingo”
Children draw a grid with six squares and draw a picture or write the name of one thing they can see on the “My City” poster in each square. When children are ready, say the names of different things on the poster in random order.
Children listen and write a cross on the picture or word if they have included it in their grid. The first child to write a cross on all six words in their grid calls “Bingol” and is the winner.
6. Ask your classmate what he/she has done. Use the verbs from the box and answer (p. 180, ex. 5).
Explain to pupils that they are going to answer the questions using the words from the box.
Ask pupils to read the speech bubbles in silence. Ask a bright pupil the first question. A pupil answers. If it is difficult to answer, help him/her.
Ask the second question. Do the same procedure with some words from the box. Ask some other pupils. Do choral and individual repetition.
Pair work: Pupils read and answer the questions. Monitor the activity and help where necessary.
Ending the Lesson
Game “Question Tennis”
Divide the class into two teams. Team A asks a question: “Have you ever…?” Team В answers using a short answer. They then ask Team A a question. Teams take turns in this way and score points for correct questions and answers.
Homework
Learn the irregular verbs p. 179, ex. 3.
Further practice
Use Workbook tasks at the lesson or at home.
(1 votes, average: 5.00 out of 5)
Loading...